學生的成績不佳真正的原因是什麼？真的只是因為他們不夠努力嗎？事實上大多數的學生都是沒有正確的學習習慣，而要改變這種狀態的第一步就是要學生自己先學會專心，本篇的主要目的就是要找到影響學生上課注意力的因素及其成因。 本研究經多次多人訪談及反覆討論，得到目前會影響技職體系學生上課專心程度的重要因素共27項（排除生理或心理因素）關於其中會影響到專心度的因素，經過問卷分析後可得到部份可信的推論如下： 1. 學生對於學習較難理牽的課程時上課的集中力較差。造成此一現象的原因可能性有：(1)學生們對於較困難的科目會有壓力甚至有排拆的現象。(2)學生們對於此課程所需具備的基礎不夠，導致觀念無法連貫。 2. 學生們對於枯燥乏味的課程無法完全專心。造成此一現象的原因可能是課程的內容無法引起學生的興趣。 3. 實用性不高的課程也無法使學生完全專心。造成此一現象的原因可能是這些受測學生已面臨畢業、投入就業市場的時期，所以想學一些較為實用的課程，若課程的實用性不高時學生們便興趣缺缺。 4. 當教師的教學能力無法得到學生的肯定時，學生們上課的注意力便會大打折扣。造成此一現象的原因可能是老師教學時照本宣科或者沒有固定的教學方向。 5. 學生對於教師如具親和力、幽默感較能使學生的注意力集中，在學生學習的過程中，更能引導學生主動進入學習的園地，對提升教學品質及提升學生上課的專心程度有著不可或缺的必要條件。

　　　　　What are the real reasons why some of the students cannot reach a better situation or get a better grade while studying? Are these reasons only owing to lack of endeavors for the students? As matter of fact, most of the students are deficient of correct learning process and the first step for rescue this situation is to learn how to concentrate their attention by themselves. This is the main reason for us to find what are the influence factors on students' attention. The major purpose of this study is to find all possible factors that manipulate the students' attention. Moreover, we want to analysis, as best as we can, what reasons behind these factors? N order to do so, we must discuss: (1) The relationship about the attention of the students and the contents of the curricular. (2) The relationship about the attention of the students and the behaviors of the teachers. (3) The relationship about the attention of the students and the study habits of themselves. (4) The relationship about the attention of the students and the environments in class. (5) The relationship about the attention of the students and the performances of the teachers in class. All the data are analyzed by SPSS. The results are shown as below. After serial working on investigation and discussion, we find 27 factors, which are listed in the table or can be found in the questionnaire, of important exclude mental or physical cause. As for the reasons as the root of these factors are analyzed by SPSS and the outcomes are: 1. The students cannot pay attention in the class owning to some curricular contents being too tough to be understood or students' lack of the basic knowledge to linking new concepts. 2. Some curricular contents are too boring to learn. 3. Some of the students want to learn something more realistic or applicable. They don't want to keep on further study in the near future. Learning theorem problems cannot intrigue their interesting for learning. 4. If teacher cannot receive positive reaction from students, they cannot pay attention in the class. This might be happened on 'just reading while teaching' or 'no positive direction while teaching'. 5. The students can do better job on concentration in class if the teacher is a person with the sense of humor or feeling more friendly.